This monograph describes a peer coaching project in Saskatchewan (Canada) implemented in two consecutive terms of a 16-week extended practicum. The purpose was twofold: (1) to experiment with having intern pairs engage in the supervision cycle in conjunction with the supervision provided by the cooperating teacher; and (2) to monitor the effectiveness of the process in terms of mutual support as well as professional growth and development for the interns. The premise was that the process could: provide a form of peer support for the interns, increase teaching effectiveness, give interns experience in peer coaching, and reduce observation and coaching required of the cooperating teacher. Selection of interns, procedures, roles of respective participants, including cooperating teacher and college supervisor, suggested format and assessment of the project are described. Findings indicate that interns found that the process provided both additional support and feedback, thereby increasing teaching effectiveness; cooperating teachers responded positively to the benefits inherent in the process. However, factors such as workload, scheduling, and number of observations must be adjusted to make the process a more significant experience. (Author/LL)